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UDL & the

Learning Brain
In the past decade, there have been unprecedented ways Knowing key facts about the brain can help inform learning
to examine the living brain and to better understand design for the variability of learners.
what happens during learning. Universal Design for
Learning (UDL) was inspired by such advances in cognitive There is no average brain.
neuroscience research and offers a framework that Variability is the dominant feature of the nervous
integrates what we know about the learning brain to inform system. Like fingerprints, no two brains are alike. Each
the design of environments that support all learners. brain is a complex, interconnected web that is sculpted
and influenced by genetics and interactions with the
First, let’s talk about the geography of the brain. Generally, environment.
incoming sensory information, such as what we see and
hear, is received in the back of the brain, including the Variability can be overwhelming for educators who are
occipital and temporal lobes of the brain (Recognition planning for dozens of learners each day. Luckily, learner
networks), processed and relayed for meaning in the center variability is predictable, and can be organized across three
of the brain (Affective networks), and is organized in the brain networks targeted by the UDL framework: affective,
frontal lobes for response or action (Strategic networks). recognition, and strategic.
While there is no linear progression for this process, this
model for thinking about three broad learning networks The concept of neuro-variability is important for
can be helpful when we design learning experiences. educators, because it reminds us that learners do not have
an isolated learning “style”, but instead rely on many parts
The UDL Guidelines and associated checkpoints align to of the brain working together to function within a given
this neurological organization and help educators address context. There is no single way a brain will perceive, engage
the predictable variability in learning that we know will be with, or execute a task. Variability is not just an important
present in any environment. UDL recognizes variability in: consideration for thinking about differences between
students, but also within students in different contexts.
Engagement (the why of learning, which aligns with
affective networks): interest, effort and persistence, and
self regulation

Representation (the what of learning, which aligns

with recognition networks): perception, language and
symbols, and comprehension

Action & Expression (the how of learning, which aligns

with strategic networks): physical action, expression and
communication, and executive function

© CAST 2018
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When we design learning environments proactively for Acknowledging the variability in learner background
variability, we anticipate and value the incredible strengths knowledge and experience is important for educators,
and diversity of our learners. because each learner brings a unique blend of experiences
and expectations to each learning event. When we design
The brain has incredible plasticity. for variability using the UDL framework, clarifying the goals
Each brain is made up of billions of interconnected neurons and integrating flexibility in engagement, representation,
that wire together to form unique pathways. We are and action and expression, we acknowledge that learners
born with a foundation of brain structures. Over time, do not learn in one linear pathway. This approach fosters
these structures change based on our experiences and learning environments that value the uniqueness of our
interactions with our environment. learners and the variability each brings. This empowers
learners to maximize their strengths, focus on areas
When we learn, some connections become stronger and of challenge, and drive their own learning processes.
faster. As Hebb’s Law (1949) states, “neurons that fire Ultimately, UDL helps foster expert learners who are
together wire together.” Connections that are not used purposeful and motivated, strategic and goal-directed, and
are weakened and pruned away. In other words, “use it or resourceful and knowledgeable.
lose it.”
Goals drive the nervous system.
Understanding the plasticity of the brain is important for Essential to any learning experience is a clear goal. A
educators, because it helps us recognize that learning is a clear goal enables the nervous system to direct energy
constant growth process constructed over time. Proactive purposefully to build relevance, perceive information, and
design of flexible pathways toward learning goals supports act strategically. Ultimately, educators and learners need
learners by building on the strengths and connections that to be aware of the intended learning goals so that they
are already established. Frequent, formative feedback and can begin to build connections, connect to background
opportunities for active learning create and strengthen the knowledge, and practice for expertise.
connections within our learning brains. Our brains are not
fixed, but grow and change with use. Recognizing that our brains are goal-driven is important
for educators, because if we don’t make learning goals
What you know really matters. explicit to our learners, they have no way of knowing what
Previous experiences drive our interest and engagement, the target is, how to reach it, or when they’ve achieved
perception and attention, and goals and actions. The it. Think about a GPS or navigation app. Without a
nervous system constantly makes predictions and destination, a GPS is simply a map with infinite possibilities
anticipates how we will fare in a particular environment or and no directions. Once we input a destination, we can
towards a particular goal. For example, if a learner is asked then decide whether we want a route without tolls, one
to do a math problem, read aloud, or respond to a prompt, that meanders through the countryside, or one that is the
the brain will recall prior experiences in that context. That fastest or shortest distance. With a clear, explicit learning
recall drives perception, action, and engagement. Based goal, learners are empowered to choose their best pathway
on previous experiences, the brain decides which goals are to achieve that goal.
valuable — or not valuable — to pursue.

© CAST 2018
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Our brains always have a goal, whether it’s to avoid a task,

sneak a cookie from the jar, or complete a task with the
least amount of effort. The more explicit we are with our
learners about the goals and incorporate their own goals,
the more meaningful the learning experience will be, the
more purposeful the options available will be, and the less
likely our brains will focus on competing goals.

Understanding these key facts about the learning brain

not only helps educators in designing challenging, high
quality learning opportunities, but they’re also incredibly
important for our learners to understand, as well. The more
we understand about our own learning and how it happens,
the further we advance toward the ultimate goal: becoming
expert learners.

Suggested Citation: CAST (2018). UDL and the learning brain. Wakefield, MA: Author.
Retrieved from http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscience.html

Resources
Human Connectome Project

Brain Facts

Neuroscience for Kids

UDL Theory and Practice, Chapter 3: Variability

Brain Matters, from Harvard Graduate School of Education’s Dr. Todd Rose

Annenberg Learner: Neuroscience and the Classroom

Why learning styles don’t exist, by Daniel Willingham

Daniel Willingham’s Learning Styles FAQ

We Don’t Need Learning Styles by Elizabeth Stein, MiddleWeb

Linking Research to Classrooms Blog from Kennedy Krieger Institute

© CAST 2018
 The Universal Design for Learning Guidelines

Provide multiple means of Provide multiple means of Provide multiple means of

Engagement Representation Action & Expression

Affective Networks Recognition Networks Strategic Networks

The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide options for Recruiting Interest Provide options for Perception Provide options for Physical Action
Access

Provide options for Provide options for Language & Symbols Provide options for
Sustaining Effort & Persistence Expression & Communication
Build

Provide options for Self Regulation Provide options for Comprehension Provide options for Executive Functions
Internalize

Expert learners who are...

Goal

Purposeful & Motivated Resourceful & Knowledgeable Strategic & Goal-Directed

udlguidelines.cast.org | © CAST, Inc. 2018 | Suggested Citation: CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.
 The Universal Design for Learning Guidelines

Provide multiple means of Provide multiple means of Provide multiple means of

Engagement Representation Action & Expression

Affective Networks Recognition Networks Strategic Networks

The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide options for Provide options for Provide options for

Recruiting Interest Perception Physical Action
Access

Optimize individual choice and autonomy Offer ways of customizing the display of information Vary the methods for response and navigation
Optimize relevance, value, and authenticity Offer alternatives for auditory information Optimize access to tools and assistive technologies
Minimize threats and distractions Offer alternatives for visual information

Provide options for Provide options for Provide options for

Sustaining Effort & Persistence Language & Symbols Expression & Communication
Heighten salience of goals and objectives Clarify vocabulary and symbols Use multiple media for communication
Build

Vary demands and resources to optimize challenge Clarify syntax and structure Use multiple tools for construction and composition
Foster collaboration and community Support decoding of text, mathematical notation, Build fluencies with graduated levels of support for
Increase mastery-oriented feedback and symbols practice and performance
Promote understanding across languages
Illustrate through multiple media

Provide options for Provide options for Provide options for

Self Regulation Comprehension Executive Functions
Internalize

Promote expectations and beliefs that Activate or supply background knowledge Guide appropriate goal-setting
optimize motivation Highlight patterns, critical features, big ideas, Support planning and strategy development
Facilitate personal coping skills and strategies and relationships Facilitate managing information and resources
Develop self-assessment and reflection Guide information processing and visualization Enhance capacity for monitoring progress
Maximize transfer and generalization

Expert learners who are...

Goal

Purposeful & Motivated Resourceful & Knowledgeable Strategic & Goal-Directed

udlguidelines.cast.org | © CAST, Inc. 2018 | Suggested Citation: CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.